Vygotsky and PedagogyPsychology Press, 2001 - 198 pages The theories of Vygotsky are central to any serious discussion of children's learning processes. Vygotsky argues that children do not develop in isolation, rather learning takes place when the child is interacting with their social environment. It is the responsibility of the teacher to establish an interactive instructional situation in the classroom, where the child is an active learner and the teacher uses their knowledge to guide learning. This has many implications for those in the educational field. This book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences. It will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education. |
Table des matières
Figures and tables | 1 |
Vygotskian theory and education | 30 |
Current approaches to sociocultural and activity theory | 69 |
Applications of sociocultural and activity theory to education | 96 |
The institutional level of regulation and analysis | 131 |
| 176 | |
| 195 | |
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Expressions et termes fréquents
activity system activity theory analysis approach appropriate argues Bakhtin behaviour Bernstein Bruner Cambridge Chapter child classification and framing classroom cognitive apprenticeship cognitive psychology Cole collaborative communities of practice concerned construction context cultural artefacts cultural psychology curriculum Davydov developmental dialectical dialogue discussion display distributed cognition dualism emphasis Engeström everyday factors Fifth Dimension focus framework gender genres goals Hedegaard human ideas important individual institutional instruction interaction internalisation knowledge Kozulin language Lave and Wenger learner legitimate peripheral participation Leont'ev mediated action metacognitive Minick Moll notion object organisation participation particular pedagogic discourse pedagogic practice perspective Piaget position possibilities post-Vygotskian principles processes production provides psychological tools pupils reference relationship Russian scaffolding scientific concepts semiotic situated cognition situated learning sociocultural speech structure suggests task teacher theoretical thinking transformation understanding University Press Valsiner Vygotskian Vygotsky Vygotsky's Wertsch